Cross-Categorical Special Education Needs in Finland and Germany
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Teacher Education ranks on the top on the agenda in Germany as well as in Finland. In order to comply with the "right for inclusion" as stated by the EU's and UN's convention for the right of children this study focuses on the question: "How to promote inclusive education?" Finland and Germany have different policies towards inclusion. Within the German system of general education, heterogeneity is very often perceived not as a chance but as a disturbance. The Finnish teachers have learned to live with the heterogeneity in their classrooms and the dropout rate is lower than in Germany. It is…mehr

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Produktbeschreibung
Teacher Education ranks on the top on the agenda in Germany as well as in Finland. In order to comply with the "right for inclusion" as stated by the EU's and UN's convention for the right of children this study focuses on the question: "How to promote inclusive education?" Finland and Germany have different policies towards inclusion. Within the German system of general education, heterogeneity is very often perceived not as a chance but as a disturbance. The Finnish teachers have learned to live with the heterogeneity in their classrooms and the dropout rate is lower than in Germany. It is evident that bilateral research cooperation can help finding better ways for the inclusion of all pupils.

Particularly in the field of Learning Disabilities, Emotional and Behavioural Difficulties, but also as far as problems in reading and writing are concerned, this research study opens new perspectives on a multi-track support for all pupils.
Rezensionen
Es [das Buch] basiert auf einer mittlerweile 10-jährigen Kooperation von Sonderpädagogen aus beiden Ländern. Der Schwerpunkt liegt in der Darstellung der Beschulung von Kindern und Jugendlichen mit sonderpädagogischen Förderbedarf im Bereich der emotionalen und sozialen Entwicklung. Den Hintergrund des finnischen PISA-Erfolgs sehen die Herausgeber in der weitverbreiteten Zubilligung spezieller Hilfen begründet. Bezogen auf Finnland sind in dem englischsprachigen Werk vor allem die Längsschnittstudien zur nachschulischen Situation "verhaltensauffälliger" Schüler bemerkenswert. Die Ergebnisse von Markku Jahnukainen bzw. Kristina Lappalainen und Risto Hotulainen erinnern daran, dass die Frage nach Erfolg oder Scheitern von vielen Faktoren abhängig ist und ebenso in einem so gelobten Schul- und Wohlfahrtssystem wie dem finnischen das Ziel der sozialen Integration immer auch verfehlt werden kann. - Thomas Barow in: Deutsch-Finnische Rundschau. 135. 12/2007